Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması
Proje Grubu: UPAG Sayfa Sayısı: 56 Proje No: 221N088 Proje Bitiş Tarihi: 01.02.2024 Metin Dili: Türkçe DOI: 221N088 İndeks Tarihi: 22-03-2024
Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması
Öz: Türkiye ve Güney Kore, kültür, dil, eğitim sistemi vb. açılardan büyük farklılıklara sahip iki ülkedir. Bu nedenle, bu uluslararası işbirliği projesi, bu iki ülkedeki öğrencilerin matematiksel modelleme yeterlilikleri ve matematik değerleri arasındaki benzerlikleri ve farklılıklarını belirlemeyi amaçlamaktadır. Genel olarak değerler ise matematik değerleri özelde sosyo-kültürel ve konatif değişkenlerdir. Matematiksel modelleme yeterlikleri ise sosyo-kültürel ve konatif değişkenlerden etkilendiği söylenebilir. Bu bağlamda bu çalışmada sıralı açıklayıcı karma yöntem kullanılmıştır. Bu yöntemin ilk aşaması uluslararası nicel verilerin toplanmasını ve analizini, ikinci aşaması ise nitel verilerin bu niceliksel verilerin analizine uygun olarak yorumlanmasını içermektedir. Bu bağlamda çalışmada, nicel veriler için tabakalı örnekleme ve kolay ulaşılabilir örnekleme, nitel veriler için ise teorik örnekleme kullanılmıştır. Güney Koreli 5. ve 9. sınıfların uluslararası değerlendirmeleriyle (PISA) aynı doğrultuda Türkiye'deki 5. ve 9. sınıflarda Güney Koreli öğreniciler anma anlamlı olarak farklılaşmıştır. Ek olarak, ülkelerin kendi içerisinde 5. ve 9. sınıflar arası matematiksel modelleme yeterlikleri karşılaştırıldığında ise Türkiye?deki öğrencilerin matematiksel modelleme yeterlikleri puanlarının hemen hemen aynı kaldığı görülmekteyken Güney Kore?deki öğrencilerde ise 9. sınıflarda bir düşüş yaşanmaktadır. Ancak bu düşüş anlamlı bir farklılığı yansıtmamaktadır. Matematik eğitimi değerleri anlamında BİT değeri haricinde Güney Koreli 5. ve 9. sınıf öğrencileri Türkiye?deki 5. ve 9. sınıf öğrencilerine göre Güney Koreli öğrenciler lehine istatistiksel olarak anlamlı olarak farklılaşmaktadır. Bu bağlamda Türkiye?deki öğrencilerin matematik derslerinin günlük hayatla daha fazla ilişkilendirilmesini ve daha fazla pratik yapılmasını ve geri dönüt almayı bekledikleri söylenebilir. Bu sonuçlardan dolayı farklı kültürlerdeki öğrencilerin matematiksel modelleme yeterliklerindeki bu farklılıkları konatif bir değişken olarak matematik eğitimi değerleri ile birlikte ele alındığında, bu farklılıkların altında yatan bir nedenin diğer matematik eğitimi değerlerine göre matematiğin günlük hayatla ilişkili olmasını ifade eden uygunluk matematik eğitimi değeri olduğu söylenebilir. Bu bağlamda eğitim politikalarına yön verenlerin, müfredat yapıcıların ve öğretmenlerin vb., eğitim ve öğretim politikalarını ve planlarını, matematik derslerini günlük hayatla daha fazla ilişkilendirerek hazırlamaları ve düzenlemeleri gerektiği önerilebilir.
Anahtar Kelime: Mathematical Modeling and Mathematics Values in Turkey and South Korea: A Cross- Cultural Comparative Study
Öz: Türkiye and South Korea, culture, language, education system, etc. They are two countries with great differences in many respects. Therefore, this international collaboration project aims to identify similarities and differences between students? mathematical modeling competencies and mathematics values. Values in general are mathematical values and socio-cultural and conative variables in particular. It can be said that mathematical modeling competencies are affected by socio-cultural and conative variables. In this context, sequential explanatory mixed method was used. The first stage includes collection and analysis of international quantitative data, and second stage includes interpretation of qualitative data. In this context, stratified sampling and easily accessible sampling were used for quantitative data, and theoretical sampling was used for qualitative data. In line with the international assessments, South Korean and Turkish 5th and 9th graders differed significantly. In addition, when the mathematical modeling competency scores of the 5th and 9th grades are compared within the countries, it is seen the scores of the students in Turkey remain almost the same, while there is a decrease in the 9th grade students in South Korea. However, this decrease doesn?t reflect significant difference. In terms of mathematics educational values, except ICT, South Korean 5th and 9th graders differ statistically significantly compared to 5th and 9th graders in Turkey. In this context, it can be said that students in Turkey expect mathematics lessons to be more associated with daily life, to do more practice and to receive feedback. Due to these results, when these differences in mathematical modeling competencies of students in different cultures are considered together with mathematics education values as a conative variable, it can be said that an underlying reason for these differences is the relevance mathematics educational value, which expresses the relevance of mathematics to daily life compared to other mathematics education values. In this context, it can be suggested that those who shape education policies, curriculum makers and teachers, etc. should prepare and organize education and training policies and plans by associating mathematics lessons more with daily life.
Anahtar Kelime: Erişim Türü: Bibliyografik
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| APA | Dede Y, Kaya G, Akcakin V (2024). Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. , 0 - 56. 221N088 |
| Chicago | Dede Yüksel,Kaya Gürcan,Akcakin Veysel Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. (2024): 0 - 56. 221N088 |
| MLA | Dede Yüksel,Kaya Gürcan,Akcakin Veysel Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. , 2024, ss.0 - 56. 221N088 |
| AMA | Dede Y,Kaya G,Akcakin V Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. . 2024; 0 - 56. 221N088 |
| Vancouver | Dede Y,Kaya G,Akcakin V Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. . 2024; 0 - 56. 221N088 |
| IEEE | Dede Y,Kaya G,Akcakin V "Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması." , ss.0 - 56, 2024. 221N088 |
| ISNAD | Dede, Yüksel vd. "Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması". (2024), 0-56. https://doi.org/221N088 |
| APA | Dede Y, Kaya G, Akcakin V (2024). Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. , 0 - 56. 221N088 |
| Chicago | Dede Yüksel,Kaya Gürcan,Akcakin Veysel Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. (2024): 0 - 56. 221N088 |
| MLA | Dede Yüksel,Kaya Gürcan,Akcakin Veysel Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. , 2024, ss.0 - 56. 221N088 |
| AMA | Dede Y,Kaya G,Akcakin V Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. . 2024; 0 - 56. 221N088 |
| Vancouver | Dede Y,Kaya G,Akcakin V Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması. . 2024; 0 - 56. 221N088 |
| IEEE | Dede Y,Kaya G,Akcakin V "Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması." , ss.0 - 56, 2024. 221N088 |
| ISNAD | Dede, Yüksel vd. "Türkiye ve Güney Kore'de Matematiksel Modelleme ve Matematiksel Değerler: Bir Kültürel Karşılaştırma Çalışması". (2024), 0-56. https://doi.org/221N088 |
